Citron AP Physics 1 Syllabus

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Course Introduction

AP Physics 1 is an algebra-based course in general physics that meets for 50 minutes each day for
the en<re school year. General physics topics presented during the course closely follow those
outlined by the College Board and also mirrors an introductory level university physics course.
AP Physics 1 is organized around six big ideas that bring together the fundamental science
principles and theories of general physics. These big ideas are intended to encourage students to
think about physics concepts as interconnected pieces of a puzzle. The solu<on to the puzzle is
how the real world around them actually works. The students will par<cipate in inquiry-based
explora<ons of these topics to gain a more conceptual understanding of these physics concepts.
Students will spend less of their <me in tradi<onal formula-based learning and more of their
eort will be directed to developing cri<cal thinking and reasoning skills.
Textbook
Serway, R. (2006). College physics (7th ed.). Pacic Grove, CA: Thomson-Brooks/Cole.
Materials
Lab Notebook (Composition book) - No spiral, No Tear out
Calculator (Scientific pref)
3 Three-Ring Binder w/ note-taking paper
CR1 Students and teachers have access to college-level resources including
college-level textbooks and reference materials in print or electronic format.

Big Ideas for AP Physics 1

Big Idea 1: Objects and systems have properties such as mass and charge. Systems may have internal
structure.

Big Idea 2: Fields existing in space can be used to explain interactions.

Big Idea 3: The interactions of an object with other objects can be described by forces.
Big Idea 4: Interactions between systems can result in changes in those systems.
Big Idea 5: Changes that occur as a result of interactions are constrained by conservation laws.
Big Idea 6: Waves can transfer energy and momentum from one location to another without the

permanent transfer of mass and serve as a mathematical model for the description of other phenomena.

The big ideas for AP Physics 1 are correlated to the content of the course and to the lab and inquirybased investigations done throughout the school year in the following table.

Citron AP Physics 1 Syllabus

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Outline of AP Physics 1 Principles and Correlation to Big Ideas (BI):

Physics Principles

BI 1 BI 2 BI 3 BI 4 BI 5 BI 6

Kinema?cs [CR2a]
Chap 1: Vectors and Mathematical Concepts

Chap 2: One Dimensional Kinematics

Chap 3: Two Dimensional Motion and Projectile

Motion

Dynamics of Force and Motion [CR2b]

Chap 4: Newtons Laws of Motion

Chap 5: Circular Motion, Rotation, and Gravity

Chap 4: Newtons Laws of Motion

Chap 5: Circular Motion, Rotation, and Gravity

Simple Pendulum and Mass-Spring

Systems
[CR2d]Laws of Motion
Chap 4: Newtons

Chap 10: Oscillations & Simple Harmonic Motion

Impulse, Linear Momentum,and Conserva?on

of Linear
Momentum
[CR2e]and Collisions
Chap
7: Impulse,
Momentum,

Chap 6: Work, Energy, and Power

Rotational Kinema?cs and Conserva?on

of
Angular
Momentum
[CR2g]
Chap
8: Rotational
Kinematics
& Rotational Energy

Chap 9: Torque & Rotational Dynamics

Universal Law of Gravitation [CR2c]

X
X

Work, Energy, and Conserva?on of Energy [CR2f]

Electrostatics [CR2h]
Chap 18: Conservation of Electric Charge, Electric
Forces & Fields

Chap 19: Electrostatics; Conductors, Capacitors

Simple DC Circuits [CR2i]

Chap 20: Electric circuits, Ohms law, Kirchhoffs
laws

Waves and Sound

Chap 16: Mechanical Waves and Sound [CR2j]

Chap 17: The Principle of Linear Superposition and

Interference Phenomena

Citron AP Physics 1 Syllabus

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CR2a The course design provides opportunities for
students to develop understanding of the foundational
principles of kinematics in the context of the big ideas
that organize the curriculum framework.

CR2e The course design provides opportunities for

students to develop understanding of the foundational
principles of linear momentum in the context of the big
ideas that organize the curriculum framework.

CR2b The course design provides opportunities for

students to develop understanding of the foundational
principles of dynamics in the context of the big ideas that
organize the curriculum framework.

CR2f The course design provides opportunities for

students to develop understanding of the foundational
principle of energy in the context of the big ideas that
organize the curriculum framework.

CR2c The course design provides opportunities for

students to develop understanding of the foundational
principles of gravitation and circular motion in the
context of the big ideas that organize the curriculum
framework.

CR2g The course design provides opportunities for

students to develop understanding of the foundational
principles of rotational motion in the context of the big
ideas that organize the curriculum framework.

CR2d The course design provides opportunities for

students to develop understanding of the foundational
principles of simple harmonic motion in the context of the
big ideas that organize the curriculum framework.

CR2h The course design provides opportunities for

students to develop understanding of the foundational
principles of electrostatics in the context of the big ideas
that organize the curriculum framework.

CR2i The course design provides opportunities for

students to develop understanding of the foundational
principles of electric circuits in the context of the big
ideas that organize the curriculum framework.

CR2j The course design provides opportunities for

students to develop understanding of the foundational
principles of mechanical waves in the context of the big
ideas that organize the curriculum framework.

Outline of AP Physics 1 Labs and investigations with Correlation to Big Ideas (BI):

Physics Principles and APScience

Prac?ces [CR6a] [CR6b]

BI 1 BI 2 BI 3 BI 4 BI 5 BI 6

Kinema?cs
1. Car Velocity Lab: students determine the
velocity and acceleration of a toy car.
1.4, 2.1, 2.2, 3.3, 4.1, 5.1, 6.2

2. Reaction Time: students figure out a method to

determine their reaction time.
Guided-Inquiry Investigation
1.4, 2.1, 2.2, 3.1, 4.2, 5.1, 6.1, 6.2, 7.2

3. Projectile Motion 1: students determine the

landing location of a ball launched horizontally
from a table.
1.1, 1.4, 2.1, 2.2, 3.3, 5.1, 6.1

4. Projectile Motion 2: students have to shoot

a ball through a hoop placed at a particular
location when launched at an angle.
1.1, 1.4, 2.1, 2.2, 3.3, 5.1, 6.1

Dynamics of Force and Motion

5. Force Table and Vectors: students determine
missing forces to produce translational
equilibrium.
1.4,2.1,2.2, 3.3, 5.1, 5.2, 6.2

6. Atwoods Machine: students determine the

formula for the acceleration of a simple
Atwoods machine.
1.4, 2.1, 2.2, 3.3, 5.1, 5.2, 6.2

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7. Inclined Planes Forces and Friction: students
determine what effect an incline has on the
value of friction and determine coefficients of
friction for various objects.
Guided-Inquiry Investigation
1.4, 2.1, 2.2, 3.1, 4.2, 5.1, 5.2, 6.1, 7.2

Universal Law of Gravitation

8. Galileo Ramps: students use ramps at different
angles to determine what happens to the
acceleration.
1.1, 1.4, 2.1, 2.2, 3.2, 4.1, 5.1, 5.2, 6.2, 7.2
9. Kepler Exoplanet Data: students determine
Keplers laws by analyzing actual data.
Inquiry Investigation
1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 6.2, 6.3, 7.2

Simple Pendulum and Mass-Spring Systems

10. Hookes Law: students determine the
relationship between distance stretched and
force.
1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, 6.2, 7.2

11. Pendulum Properties: students determine what

factors affect the period of a pendulum
Guided-Inquiry Investigation
1.1, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, 7.2

Impulse, Momentum, and Conserva?on of

Momentum
12. Momentum and Collisions: students determine
momentum before and after in different types
of collisions.
1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, 6.2

13. Car Crash Physics: students design a car that

will safely protect an egg in a crash.
Open-Inquiry Investigation
1.1, 1.4, 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 5.1, 5.2,
6.1, 6.2, 7.2

14. Ballistics Pendulum: students determine the

initial speed of a bullet.
Guided-Inquiry Investigation
1.1, 1.4, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2,
6.1, 6.2, 7.2

15. Energy to Work Lab: students determine how

work changes energy.
1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, 6.2

Work, Energy, and Conserva?on of Energy

Citron AP Physics 1 Syllabus

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Rotational Kinema?cs and Conserva?on of
Angular Momentum
16. Torque Lab: students determine factors that
affect the rotational motion of an object.
1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, 6.2

17. Rolling Cylinders: students determine how the

type of cylinder rolled affects time of roll.
1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, 6.2

18. Flying Pigs and Centripetal Force: students

determine the factors that affect centripetal
force.
Guided-Inquiry Investigation
1.1, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1,
6.2, 7.2

Electrostatics
19. Coulombs Law: students determine the
relationship between force, charge and
distance between charges.
Guided-Inquiry Investigation
1.1, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1,
6.2, 7.2

Simple DC Circuits
20. Electric Circuit Lab: students determine voltage
and current relationships in simple circuit
orientations (series and parallel).
Open-Inquiry Investigation
1.1, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1,
6.2, 7.2

Waves and Sound

21. Resonance Apparatus Lab: students determine
the speed of sound by using resonance in a
tube.
Guided-Inquiry Investigation
1.1, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1,
6.2, 7.2

22. Beats and Standing Waves: students determine

how beats and standing waves are produced.
1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, 6.2

CR6a The laboratory work used throughout the course

includes investigations that support the foundational AP
Physics 1 principles.

CR6b The laboratory work used throughout the course

includes guided-inquiry laboratory investigations allowing
students to apply all seven science practices.

Citron AP Physics 1 Syllabus

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Additional Course Information

Labs & Classwork
Labs are all hands-on and placed throughout the instructional year.
Students will spend at least 25% of class time in laboratory investigations. [CR5]
Labs can be either teacher directed or student directed/open-ended.
During a teacher-directed lab , the students are given instruction on the operation of lab equipment and
guidance in the process of the experiment.
Student-directed labs are when the students are given an objective, e.g.Determine the acceleration due
to gravity on Earth, and standard materials needed to conduct a lab.
Time after AP Test will be spent on Relativity, Astronomy, and other topics.
Students are allowed to create their own experimental design and collect data, which can be analyzed
through graphical methods. These inquiry-based investigations or student-directed labs have an extra
element added to the lab report. After these labs, each student group must present their results to the
class and defend their results. They will also evaluate one other group's approach to the problem and
offer a critique of their procedures and results. [CR8]
Students work in lab groups, but each student must submit a lab report which is turned in the day after
the conclusion of each activity, then graded and returned. The report must include the following
components: [CR7]
Statement of the problem
Hypothesis
Discussion or outline of how the procedure will be carried out
Data collected from the experiment
Data analysis
Conclusion including error analysis
Peer review (if included in this lab)
Students are required to keep the reports in an organized lab notebook. This lab notebook will kept by
the students for the entire year and must include the completed lab reports as well as the raw data
tables and any notes made during the execution of the labs done in the course. [CR7]
Two lab investigations during the year are extended projects that require using data collected by
outside sources. Students will utilize this data to find out answers to questions posed by the instructor
and also questions they formulate themselves.

Citron AP Physics 1 Syllabus

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Real World Activity Examples

Car Crash Physics
This past year a lawyer approached me with a problem. His client was hurt in a crash, but the insurance company was
claiming there was not enough force generated in the crash to cause injuries. The students will be given the same
problem and asked to come up with an answer to the insurance company. They will research information needed and
write a report detailing their conclusions. Each group will present their findings to the class and also review and
critique another groups conclusions and methods used to come up with their answer. As one group presents their
findings as experts, the other group will be acting as the insurance company trying to find holes in their argument.
[CR4]

Kepler Telescope Exoplanet Discovery

The Kepler telescope has been discovering evidence about new planets around other stars for the last few years.
Some of this data is posted on the Internet and we will use it to determine properties of these planets.Students will
have a new planet to investigate and determine as many physical properties about that planet as possible form the
data set. The investigation requires the students to utilize Learning Objectives 2.B.2.1, 3.A.2.1, 3.A.4.2, 3.B.2.1, 3.C.
1.2, and 4.A.1.1. [CR3]

CR3 Students have opportunities to apply AP Physics 1

learning objectives connecting across enduring
understandings as described in the curriculum
framework. These opportunities must occur in addition
to those within laboratory investigations.

CR4 The course provides students with opportunities to

apply their knowledge of physics principles to real world
questions or scenarios (including societal issues or
technological innovations) to help them become
scientifically literate citizens.

CR5 Students are provided with the opportunity to spend a

minimum of 25 percent of instructional time engaging in
hands-on laboratory work with an emphasis on inquiry-based
investigations.

CR7 The course provides opportunities for students to

develop their communication skills by
recording evidence of their research of literature or scientific
investigations through verbal, written, and graphic
presentations.

CR8 The course provides opportunities for students to

develop written and oral scientific argumentation skills.

For more information on the following, please reference the student handbook page numbers
-attendance p.15
-excessive absences p.16
-controversial curriculum p.56

Citron AP Physics 1 Syllabus

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Curricular Requirements
CR1

Students and teachers have access to college-level resources including college-level textbooks and
reference materials in print or electronic format.

Pag
s)
1

CR2a

The course design provides opportunities for students to develop understanding of the foundational
principles of kinematics in the context of the big ideas that organize the curriculum framework.

CR2b

The course design provides opportunities for students to develop understanding of the foundational
principles of dynamics in the context of the big ideas that organize the curriculum framework.

CR2c

The course design provides opportunities for students to develop understanding of the foundational
principles of gravitation and circular motion in the context of the big ideas that organize the curriculum
framework.

CR2d

The course design provides opportunities for students to develop understanding of the foundational
principles of simple harmonic motion in the context of the big ideas that organize the curriculum
framework.

CR2e

The course design provides opportunities for students to develop understanding of the foundational
principles of linear momentum in the context of the big ideas that organize the curriculum framework.

CR2f

The course design provides opportunities for students to develop understanding of the foundational
principle of energy in the context of the big ideas that organize the curriculum framework.

CR2g

The course design provides opportunities for students to develop understanding of the foundational
principles of rotational motion in the context of the big ideas that organize the curriculum framework.

CR2h

The course design provides opportunities for students to develop understanding of the foundational
principles of electrostatics in the context of the big ideas that organize the curriculum framework.

CR2i

The course design provides opportunities for students to develop understanding of the foundational
principles of electric circuits in the context of the big ideas that organize the curriculum framework.

CR2j

The course design provides opportunities for students to develop understanding of the foundational
principles of mechanical waves in the context of the big ideas that organize the curriculum framework.

CR3

Students have opportunities to apply AP Physics 1 learning objectives connecting across enduring
understandings as described in the curriculum framework. These opportunities must occur in addition to
those within laboratory investigations.

CR4

The course provides students with opportunities to apply their knowledge of physics principles to real world
questions or scenarios (including societal issues or technological innovations) to help them become
scientifically literate citizens.

CR5

Students are provided with the opportunity to spend a minimum of 25 percent of instructional time
engaging in hands-on laboratory work with an emphasis on inquiry-based investigations.

CR6a

The laboratory work used throughout the course includes investigations that support the foundational AP
Physics 1 principles.

CR6b

The laboratory work used throughout the course includes guided-inquiry laboratory investigations
allowing students to apply all seven science practices.

CR7

The course provides opportunities for students to develop their communication skills by recording evidence
of their research of literature or scientific investigations through verbal, written, and graphic
presentations.

CR8

The course provides opportunities for students to develop written and oral scientific argumentation skills.